The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health: Experiences During the COVID-19 Pandemic.
The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health: Experiences During the COVID-19 Pandemic.
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DOI：
10.15695/jstem/v4i4.05
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发表时间：
2021-10
期刊：
影响因子：
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通讯作者：
Ewing-Taylor J
中科院分区：
文献类型：
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作者：
Lucero JE;Finnegan J;Wilcox J;Crowther D;Usinger J;Dagda RK;Ewing-Taylor J
美国的语言多样性正在增加。这种增长对卫生服务环境中的语言偏好、成本、质量和客户结果产生影响。然而，医疗和专职医疗专业人员缺乏语言多样性。教育渠道计划是一种为双语和多语多样化学生进入健康职业做好准备的机制。探索科学与健康问题的英语-西班牙语双语社区 (CBESS) 就是这样一个项目。通过领导力培训生 (LT) 的同伴指导和为期 17 个月的多元教育课程，CBESS 旨在提高英语-西班牙语双语高中青年对 STEM 职业的兴趣。 2020 年，COVID-19 大流行中断了高中生的教育，迫使项目进行创新。 CBESS 也不例外。最重要的修改是 a) SR 对成功的夏季虚拟研究计划 (SVRP) 的期望，b) LT 角色，以及 c) 夏季科学内容的范围和交付。根据事前调查、过程数据和焦点小组收集的数据进行了初步评估。结果包括 SVRP 青年参与者的科学知识显着增加，并且第 1 组和第 2 组之间没有显着差异，表明变化不会妨碍项目目标。 LT 强调了导师所需的技能和作用。适应工作取得了成功，并将在 2021 年的队列中继续进行。
Language diversity is increasing in the United States. This growth has implications for language preference, cost, quality, and client outcomes in health services settings. However, language diversity among medical and allied health professionals is lacking. Education pipeline programs are a mechanism to prepare bi- and multi-lingual diverse students to enter health careers. The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health (CBESS) is one such program. Through peer mentorship from Leadership Trainees (LT), and a multicomponent 17-month education curriculum, CBESS was designed to increase interest in STEM careers among English-Spanish bilingual high school youth. In 2020, the COVID-19 pandemic interrupted high school students’ education and forced programs to innovate. CBESS was no exception. The most significant modifications were to a) expectations of SRs for a successful Summer Virtual Research Program (SVRP), b) LT roles, and c) scope and delivery of summer science content. A preliminary evaluation was conducted from data collected through pre-post surveys, process data, and focus groups. Among the outcomes were a significant increase in science knowledge among SVRP youth participants as well as no significant differences between cohort 1 and 2 suggesting that changes did not impede program goals. LTs highlighted skills needed and role of mentors. Adaptations were successful and will continue with the 2021 cohort.